DOCSLIB.ORG

Welcome to AP Human Geography Boot Camp! ● Find a Seat

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Welcome to AP Human Geography Boot Camp! ● Find a Seat Welcome to AP Human Geography Boot Camp! ● Find a seat ● Take out a pen or pencil ● Check your phone to make sure it is on silent - Unless given EXPLICIT permission phones must be out of sight OR on desk, screen down. Getting Started ● Attendance ● Name plates ● Pass out summer work packets- Flash card list and map list. GOAL: complete most of unit one flashcards this week! Mental Maps Activity...getting to know your geographic background Today you will work in groups. No notes, phones, or devices! You should collaborate with your group. Each step is timed. Listen carefully to directions. 1. Draw a world map. For every step change color of ink. a. Label continents and oceans b. Label as many countries as possible c. Label as many physical features as possible d. Draw a circle around and label each of the following regions : North America, Latin America, Caribbean, Middle East, Central Asia, Siberia, Melanesia, Polynesia, Western Europe, Eastern Europe, North Africa, Sub-Saharan Africa, East Africa, South Asia, Southeast Asia, West Africa, Canada, and Micronesia 2. Draw a U.S. map. a. Draw a circle around and label each of the following regions: Atlantic, North, New England, North East, Middle Atlantic, South, Midwest, West, Pacific, Northwest, Gulf, Southwest, Acadia What is a mental map? Create a flashcard based on your personal definition based on the activity we completed. We will discuss what flashcards should look like in a bit. Introduction to AP Human Geography ● Watch AP Human Geography promotional video(1:14) ● View College Board website- course outline, practice questions, exam info ○ What is AP? Goal of class, what /when is the test, what does it mean if I pass/fail etc… ○ See AMSCO p. Xiv-xxviii, INTRODUCTION ○ Course goals/objectives (google site) ● Watch Jaywalking “Why We Need to Teach Geography” video (6:21) ● View 18 Geography Fails Geography: Its Nature and Perspectives Geographers seek to understand the world through spatial analysis. They use location, distance, scale, pattern, and distance to examine the distributions, what causes them, and what results they have. Students of human geography learn to examine the changing interrelationships between places, human-environment interactions, and the evolution of landscapes. Although geographers often use information provided by other historians, biologists, and other scholars, the perspective of a geographer is distinctive because it focuses on spatial organization. -AMSCO pg. xx Geography: Its Nature and Perspectives Expected Background Knowledge (aka as the stuff College Board thinks you already know)... 1. General locational geography knowledge, including but not limited to, placement of continents, oceans, equator, prime meridian, etc. ○ Consider get in the habit of practicing - find an app on your phone, a great online resource is Lizard Point Geography . If you have me for class we WILL take map quizzes regularly! 2. Cognizance of commonly referred to geographic regions of the world (also see maps on following slides, and AMSCO pg. xix 3. Also, be aware of general climate zones such as deserts, tropics, etc. 4. Consider reading this article (Harm de Blij author of the article is also the author of our textbook) MAP TEST AUGUST 26th On a world map, be able to identify: · The seven continents: North America, South America, Europe, Asia, Africa, Australia, Antarctica · The four global oceans: Atlantic, Pacific, Indian, Arctic · Major degrees of latitude and longitude: Equator and Prime Meridian · Cardinal Directions (Compass) & the Hemispheres: North, South, East, and West In addition, students will know the following information: · What is found on a map: Compass, Key, and Scale · The difference between continents and countries Completing Good Flash Cards ● Must be handwritten on one note card IND & DEV ● Term, unit and number should be written on one side and the definition/explanation on the other side. Some students highlight term/unit a different color for each unit. ● It is recommended that you complete your flash cards while reading the textbook and taking notes, rather than looking them up in the glossary all at once, if you complete prior to unit be sure to look at each term within the context of the unit! Key to success: USE THEM TO STUDY THROUGHOUT THE UNIT Reading and Notes Part 1 ● Read AMSCO pages 1-3 (Intro-Subfields of Geography) and discuss how to read a college text ● Complete flash cards for the following terms: ○ Spatial approach ○ Geography ○ Physical geography ○ Human geography ○ Cartography Geography: Its Nature and Perspective, a preview of resources ● AP Human Geography Maps and Projections video (1:39) ● Globe Making: How the World Was Made video (2:40) ● Why All World Maps are Wrong video (6:00) ● Modern Geography and the 3D Map Revolution video (16:32) Reading and Notes Part 2 ● Read AMSCO pages 3-5 (The Early History of Geography - The Modern History of Geography) History of Geography Timeline Activity ● Create a timeline of the history of geography from the early history to modern history ● include top 10 most important dates, names, and/or innovations ● Be creative - add pictures! Geography: Its Nature and Perspectives Expected Background Knowledge ● Basic knowledge (general time period and very ● A key to success is the basic description) of major historical as well as Recognition of connections current events/conflicts such as the Industrial between geography, Revolution, Colonization, World Wars, Cold War, history, current events, pop the Gulf War, Arab Spring, Arab- Palestinian culture, etc. When I see a conflict etc. good connection I tag it and ○ MY ABSOLUTE FAVORITE HERE IS JOHN GREEN...I will post it to my Scoop It page. use Crash Course throughout the year. I recommend My students from last year watching videos on the above events a few times (not just in class but on your own too!) and use them to make are in the process of trying connections to get me to convert to SnapChat...we will see :) ○ Scoop It Closing thought for the day... If someone asked me to describe the class in just one word it would be globalization. What is globalization? Take a guess write your definition on a note card. Look up globalization. Review the National Geographic “Globalization” article. How can you improve your definition? ○ Let’s hear what John Green has to say in Crash Course . Can you revise your definition more? Add examples? Flash Cards Any time remaining will be used to work on your Geography: Its Nature and Perspectives flashcards Day 2 Welcome to Day 2 of AP HuG Boot Camp! ● Find a seat ● Take out a pen or pencil and your summer work packets ● Check your phone to make sure it is on silent Cultural Patterns and Processes The languages, religions, and ethnicities of people vary tremendously. The regional patterns exhibited by these elements of culture are part of human geography. Geographers study conflict, cooperation, cultural exchange, and cultural evolution. In recent years, gender and the cultural role it plays in the spatial distribution of human activities has become a greater component of human geography. -AMSCO pg. xx Cultural Patterns and Processes Expected Background Knowledge A grasp of religions that dominate the realms of the world, most notably Christianity, Islam, Judaism, and Hinduism ● Here is a great map showing the basics, but have you ever heard of The Church of the Flying Spaghetti Monster aka FSM? A grasp on what people eat. Do you know what the staple food is for some of the major realms? Staple foods are food items that can be stored easily and eaten throughout the year. Different kinds of staple foods are used in different parts of the world. The term means the common basis of the everyday diet in a place. Can you think of some examples? Cultural Patterns and Processes Resources, a preview of resources ● 20 Cultural Do’s and Taboos: Manners Around the World article ● Stereotypes, World Views, and Cultural Differences ● The Big Religion Chart website ● A Language Family Tree in Pictures article ● How Languages Evolve video (4:02 ● Fresh Prince Google Translated video (4:18) ● It Was Never a Dress Cultural Patterns and Processes Preview Our culture unit has many parts including LANGUAGE... Flash Cards You have 30 minutes to work on your flash cards Textbook Scavenger Hunt Let’s take a look at the book we will be using in class this year. It is a college textbook. You may work in small groups to complete the textbook scavenger hunt. Population and Migration Critical to human geography is the human population. Geographers seek to understand the distribution of people on the earth, why people decide to live where they do, why they migrate from one place to another, and the effects of migration. The demographic characteristics of populations, such as their birth rates, death rates, and life expectancy are key to understanding population change. - AMSCO pg. xx Population and Migration Resources, a preview of resources ● Hans Rosling Global Population Growth, Box by Box video (9:57) ● 5 Ways Europe is Trying to Convince its Citizens to Make More Babies article ● 7 Billion: How Did We Get so Big so Fast? video (2:33) ● Population Pyramids video (5:02) ● Global Migration Flows Interactive Map ● Why Do People Migrate? Video (3:14) Flash Cards Additional time will be given to work on your flash cards Political Organization of Space People divide the world into political units, such as countries, cities, and neighborhoods. Geographers are interested in how units at each scale evolved, and how they function both internally and with each other. Political geography examines the forces that create and strengthen countries as well as those that work to tear them apart. -AMSCO pg. xx Political Organization of Space Expected Background Knowledge An awareness of the major types of governments and where they are used.
Load more

Recommended publications
  • An Exploratory Study of Human Performance in Image Geolocation Tasks
    An Exploratory Study of Human Performance in Image Geolocation Tasks Sneha Mehta, Chris North, Kurt Luther Department of Computer Science and Center for Human–Computer Interaction Virginia Tech, Blacksburg, VA, USA fsnehamehta, north, [email protected] Abstract Identifying the precise location where a photo was taken is an important task in domains ranging from journalism to counter-terrorism. Yet, geolocation of arbitrary images is dif- ficult for computer vision techniques and time-consuming for expert analysts. Understanding how humans perform geolo- cation can suggest rich opportunities for improvement, but little is known about their processes. This paper presents an exploratory study of image geolocation tasks performed by novice and expert humans on a diverse image dataset we de- veloped. Our findings include a model of sensemaking strate- gies, a taxonomy of image clues, and key challenges and de- sign ideas for image sensemaking and crowdsourcing. 1 Introduction Figure 1: Sample image panoramas for different location factors. Clockwise from top left: Bankok, Thailand (Tropical, high, non- Image sensemaking, the process of researching and identi- English); Nevada, USA (Desert, low, English); Kutahya,¨ Turkey fying unfamiliar subject matter in an image with little or no (Mediterranean, low, non-English); Kempton, Tasmania (Temper- context, is an important task in many domains. For exam- ate, low, English). ple, scientists must recognize animals or plants in remote or satellite imagery, archivists must identify visual materials 2 Related Work in their collections, and intelligence analysts must interpret Researchers have used crowdsourcing to answer questions photos of terrorist activity. about images (Noronha et al. 2011; Bigham et al.
    [Show full text]
  • Geography: Place & Liveability
    Geography: Place & Liveability Learning Area(s) Geography Year(s) 6, 7 Description AC Geography : Year 6 A diverse and connected world takes a global view of geography and focuses particularly on the concepts of place and interconnections. Students learn about the diversity of peoples and cultures around the world, the indigenous peoples of other countries, the diversity of countries across the world and within the Asia region. They reflect on cultural differences and similarities, and on the meaning and significance of intercultural understanding. The focus of study becomes global, as students examine Australias connections with other countries and events in places throughout the world, and think about their own and other peoples knowledge of other countries and places. Studentsmental maps of the world and their understanding of place are further developed through learning the locations of the major countries in the Asia region, and investigating the geographical diversity and variety of connections between people and places. AC Geography : Year 7 There are two units of study in the Year 7 curriculum for Geography: Water in the world and Place and liveability. Place and liveability focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe Unit Focus Students will explore features of a range of countries and the factors that influence where and how people live.
    [Show full text]
  • Geography Year: 9 Dear Students, We Hope You Are All Well
    Subject: Geography Year: 9 Dear Students, We hope you are all well. Please be reminded that it is an expectation that you are completing the work that we have set. Work from June 1st should now be uploaded Class Charts. This can be word processed work or a photograph of your work completed in your books or on paper. Each week in Geography you will be expected to complete a piece of Geography work that should take you between 1 to 2 hours. This is the minimum expectation and there are lots of other useful things you could spend your time completing in your free time as listed below: Watching Documentaries: Explore the following websites: Read the following books: Chasing Ice BBC Bitesize Our Place by Mark Cocker Blue Planet Geoguessr Adventures of a young naturalist by Planet Earth Google Maps David Attenbrough Life Gapminder Prisoners of Geography by Tim Marshall Severn Worlds One Planet Kids World Travel Guide Population and Development – Tim Horizons: We need to talk World Atlas Dyson about population Earthtime.org Factfulness by Hans Rosling National Geographic National Geographic Adventures through the Anthrpocene by Twitter: @BCGeogDept Gaia Vince Week Title of work Learning Intentions: Deadline for work 1 Meet the Horn of Africa To understand which countries are in the Horn of Friday 5th June 2020 Africa. To be able to compare these countries in terms of area and population. 2 The Horn of Africa: Physical To understand the different physical Friday 12th June 2020 Features characteristics of the Horn of Africa. 3 Climate in the Horn of Africa To understand how the climate in the Horn of Friday 19th June 2020 Africa influences farming.
    [Show full text]
  • National Oceanic and Atmospheric Administration Information Exchange for Marine Educators
    National Oceanic and Atmospheric Administration Information Exchange for Marine Educators Archive of Educational Programs, Activities, and Websites A to G Environmental and Ocean Literacy Environmental literacy is key to preserving the nation's natural resources for current and future use and enjoyment. An environmentally literate public results in increased stewardship of the natural environment. Many organizations are working to increase the understanding of students, teachers, and the general public about the environment in general, and the oceans and coasts in particular. The following are just some of the large-scale and regional initiatives which seek to provide standards and guidance for our educational efforts and form partnerships to reach broader audiences. (In the interest of brevity, please forgive the abbreviations, the abbreviated lists of collaborators, and the lack of mention of funding institutions). The lists are far from inclusive. Please send additional entries for inclusion in future newsletters. Background Documents Developing a Framework for Assessing Environmental Literacy NAAEE has released Developing a Framework for Assessing Environmental Literacy, developed by researchers, educators, and assessment specialists in social studies, science, environmental education, and others. A presentation about the framework and accompanying documents are available on this website. http://www.naaee.net/framework Executive Order for the Stewardship of Our Oceans, Coasts, and Great Lakes President Barak Obama signed an Executive Order establishing the National Ocean Council. The Executive Order established for the first time a comprehensive, integrated national policy for the stewardship of the ocean, our coasts, and Great Lakes, which sets our nation on a path toward comprehensive planning for the preservation and sustainable uses of these bodies of water.
    [Show full text]
  • SDI Asia Pacific Newsletter May 2009
    Spatial Data Infrastructure Asia & the Pacific Newsletter J SDI-AP June 2013 Vol. 10, No. 6 Spatial Data Infrastructure – Asia and the Pacific (SDI-AP) is a free electronic newsletter from the Global Spatial Data Infrastructure Association (GSDI) which is available in both English and Chinese language versions. The newsletter is produced for people interested in Spatial Data Infrastructure, GIS, remote sensing and geospatial data issues in Asia and the Pacific. It aims to raise awareness and provide useful information to strengthen SDI initiatives and support synchronising these activities across the region. Support for the newsletter is also provided by the Permanent Committee on Geographic Information for Asia and the Pacific (PCGIAP), a regional forum to enhance cooperation in the development of a regional geographic information infrastructure. The newsletter is currently being produced for GSDI by the Centre for Spatial Data Infrastructures and Land Administration at the University of Melbourne. To subscribe to SDI-AP use this link. Back issues of the newsletter are at the GSDI website. You can also sign up for GSDI News List to receive alerts of special news and announcements as well as notification of new issues of the SDI-AP newsletter. To subscribe and access archives of thematic or regional discussion lists please visit. Contents Message from the editors ............................................................................................................................... 1 Contributions ................................................................................................................................................
    [Show full text]
  • Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
    Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography ACKNOWLEDGEMENTS The Social Studies Office acknowledges the contributions made to the development of these materials by all social studies staff and especially the following people: Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt Diana Jordan Barbara Ann Lavelle Cathy Bonneville Hix Social Studies Supervisor Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography COURSE DESCRIPTION: The course of study for grade eight is World Geography. The focus of this course is the study of the world’s peoples, places, and environments, with an emphasis on world regions.
    [Show full text]
  • Geographical Literacy, Attitudes, and Experiences of Freshman Students: a Qualitative Study at Florida International University Daniela F
    Florida International University FIU Digital Commons FIU Electronic Theses and Dissertations University Graduate School 3-27-2015 Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University Daniela F. Ottati [email protected] DOI: 10.25148/etd.FI15032148 Follow this and additional works at: https://digitalcommons.fiu.edu/etd Part of the Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Geographic Information Sciences Commons, Higher Education and Teaching Commons, Human Geography Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Physical and Environmental Geography Commons, and the Secondary Education and Teaching Commons Recommended Citation Ottati, Daniela F., "Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University" (2015). FIU Electronic Theses and Dissertations. 1851. https://digitalcommons.fiu.edu/etd/1851 This work is brought to you for free and open access by the University Graduate School at FIU Digital Commons. It has been accepted for inclusion in FIU Electronic Theses and Dissertations by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. FLORIDA INTERNATIONAL UNIVERSITY Miami, Florida GEOGRAPHICAL LITERACY, ATTITUDES, AND EXPERIENCES OF FRESHMAN STUDENTS: A QUALITATIVE STUDY AT FLORIDA INTERNATIONAL UNIVERSITY A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in CURRICULUM AND INSTRUCTION by Daniela Fabiana Ottati Reperger 2015 To: Dean Delia C. Garcia College of Education This dissertation, written by Daniela Fabiana Ottati Reperger, and entitled Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University, having been approved in respect to style and intellectual content, is referred to you for judgment.
    [Show full text]
  • National Oceanic and Atmospheric Administration Information Exchange for Marine Educators
    National Oceanic and Atmospheric Administration Information Exchange for Marine Educators Archive of Educational Programs, Activities, and Websites A to G Environmental and Ocean Literacy Environmental literacy is key to preserving the nation's natural resources for current and future use and enjoyment. An environmentally literate public results in increased stewardship of the natural environment. Many organizations are working to increase the understanding of students, teachers, and the general public about the environment in general, and the oceans and coasts in particular. The following are just some of the large-scale and regional initiatives which seek to provide standards and guidance for our educational efforts and form partnerships to reach broader audiences. (In the interest of brevity, please forgive the abbreviations, the abbreviated lists of collaborators, and the lack of mention of funding institutions). The lists are far from inclusive. Please send additional entries for inclusion in future newsletters. Background Documents Developing a Framework for Assessing Environmental Literacy NAAEE has released Developing a Framework for Assessing Environmental Literacy, developed by researchers, educators, and assessment specialists in social studies, science, environmental education, and others. A presentation about the framework and accompanying documents are available on this website. http://www.naaee.net/framework Executive Order for the Stewardship of Our Oceans, Coasts, and Great Lakes President Barak Obama signed an Executive Order establishing the National Ocean Council. The Executive Order established for the first time a comprehensive, integrated national policy for the stewardship of the ocean, our coasts, and Great Lakes, which sets our nation on a path toward comprehensive planning for the preservation and sustainable uses of these bodies of water.
    [Show full text]
  • Digital Play for Global Citizens
    Digital play for global citizens A guide from the Joan Ganz Cooney Center at Sesame Workshop By Jordan Shapiro Foreword by Tony Jackson, Asia Society Winter 2018 Digital Play for Global Citizens is licensed under a Creative Commons Attribution- ShareAlike 4.0 International License. Suggested citation: Shapiro, Jordan. Digital Play for Global Citizens. New York: The Joan Ganz Cooney Center at Sesame Workshop, 2018. The mission of the Joan Ganz Cooney Center is to foster innovation in children’s learning through digital media. The Cooney Center catalyzes and supports research, development, and investment in digital media technologies to advance children’s learning and is committed to the timely dissemination of useful research. Working closely with its fellows, national advisors, media scholars, and practitioners, the Center publishes industry, policy, and research briefs examining key issues in the field of digital media and learning. Sesame Workshop is the nonprofit media and educational organization behind Sesame Street, the pioneering television show that has been reaching and teaching children since 1969. Today, Sesame Workshop is an innovative force for change, with a mission to help kids everywhere grow smarter, stronger, and kinder. We’re present in more than 150 countries, serving vulnerable children through a wide range of media, formal education, and philanthropically-funded social impact programs, each grounded in rigorous research and tailored to the needs and cultures of the communities we serve. For more information, please visit sesameworkshop.org. The Center for Global Education at Asia Society partners with education leaders and institutions from the US, Asia, and around the world to tackle one of the most critical education challenges today: how to educate all students for employability and citizenship in a global era.
    [Show full text]
  • K-12 Social Studies Curriculum Table of Contents Section A: Introduction Acknowledgements
    Kenai Peninsula Borough School District K-12 Social Studies Curriculum Table of Contents Section A: Introduction Acknowledgements ............................................................................................................... 4 Philosophy ............................................................................................................................. 5 Mission .................................................................................................................................. 5 Explanation of Terms ............................................................................................................ 6 Section B: Elementary School Kindergarten: Me and My World ........................................................................................ 12 Grade 1: My Place in My World ......................................................................................... 20 Grade 2: My Local Community .......................................................................................... 28 Grade 3: Alaska Studies ...................................................................................................... 36 Grade 4: United States Region Geography ......................................................................... 46 Grade 5: American History ................................................................................................. 56 Section C: Middle School Grade 6: World Geography ...............................................................................................
    [Show full text]
  • AP Human Geography Summer Assignment 2018-2019
    Name: ______________________________________ AP Human Geography Summer Assignment 2018-2019 ~Due Friday, September 7~ Welcome to AP Human Geography! I hope you’ll find this class to be a thought-provoking, relevant, and engaging experience. To study human geography is to gain a better understanding and appreciation of the processes that shape our world—the interplay between humans and the spaces they inhabit. As a college- level course, AP Human Geography carries an expectation of college-level work ethic; this summer assignment is the first opportunity to demonstrate that. The assignment is designed to achieve two objectives: first, to ensure that you enter the class in September with the necessary knowledge of physical geography that the course assumes; second, to spark your curiosity and get you thinking critically about some of the topics we will discuss in the coming year. Part I: The Atlas Project In order to understand and engage with topics in the study of human geography, you must have a foundation in world geography. Spatial thinking and mapping is a skill we will develop and reinforce throughout the year; this first assignment will form the foundations. Using the provided maps, create your own political atlas by locating and labeling all important regions, major geometric grid lines, countries, capitals, and bodies of water as indicated in the directions for each map. Part II: TED Talk Analysis Much of this class will be focused on current events and issues related to human use and alteration of the earth. TED Talks are an excellent resource to discover the latest work and thought on some of these issues.
    [Show full text]
  • Personnages En Quête D'auteurs. (II) Transmission Et Communication À L
    Personnages en quête d’auteurs. (II) Transmission et Communication à l’ère du numérique Mise en scène d’Odyssey par Bob Wilson, Athènes, 2012 « À quoi bon vivre si nul jamais n'enchante le monde ? » (Michel Serres. Le Tiers-Instruit, p.241, Folio/essais n°199) « Les réseaux de communication recrutent désormais, pour leur mise en connexion publique, l'humanité presque entière qui devient, du coup, le sujet de l'œuvre en même temps que son objet. (Michel Serres. Les messages à distance, p.20, Fides / Les grandes conférences, 1995) » 1 Introduction Le premier article de cette série, écrit à la fin de 2012 et révisé récemment, souhaitait proposer un certain nombre de mises en contexte. Dans les premiers pas de ce texte, Petite Poucette est devenue grâce à Michel Serres une héroïne qui méritait une réflexion sur le sens du récit, les buts et les évolutions du roman et du romanesque, ou encore la question du destin. Je souhaitais au fond la prendre par la main pour lui montrer la manière dont les itinéraires culturels qu’elle peut parcourir sont propices à la convaincre de vivre une citoyenneté européenne épanouie pour peu qu’on lui propose des voies d’entrées à portée des outils qui lui sont familiers, voire natifs. Comment, à mon âge, transmettre des contenus et des valeurs et communiquer aisément avec elle ? Telle est la question principale posée par ce second article qui examine la manière dont les méthodes et les moyens ont évolué au point de remettre en question les modalités mêmes du récit. Depuis l’an passé, le Programme Culture a donné la possibilité au réseau EHTTA responsable de l’itinéraire culturel des Villes Thermales Historiques de mener à bien un projet intitulé SOURCE « Sources de Culture : les Cafés de l’Europe » dans lequel un roman « interactif » intitulé « Aux Sources de l’Europe » va venir prendre sa place.
    [Show full text]